作爲一名老師，時常需要編寫說課稿，寫說課稿能有效幫助我們總結和提升講課技巧。我們應該怎麼寫說課稿呢？以下是小編幫大家整理的英文說課稿9篇，供大家參考借鑑，希望可以幫助到有需要的朋友。
一、分析教材
1、教材內容要點：
第一、定語從句的概念
第二、定語從句的分類
第三、定語從句的用法
2、教材的地位和作用：
定語從句是高中英語教學中的一個非常重要的語法，也是大學聯考的一個熱點。在英語裏，定語從句可以使一個繁瑣的句子變得非常簡潔，同時，它在人們日常會話中出現的頻率特別高。定語從句掌握地紮實與否關係到一個學生英語水平的高低。因此，定語從句的學習和掌握在英語學習中有着重要的意義。
3、教學目的
根據教學大綱的要求，通過這一節課的教學，要使學生知道什麼是定語從句和定語從句的分類，掌握定語從句的用法。培養學生的觀察能力、分析概括能力以及演繹推理能力等。還要培養學生探索求真知的精神，對學生進行實踐觀點的教育。
4、教學的重點與難點
定語從句是本課的主要內容，與日常英語的應用密切聯繫，所以定語從句的概念與運用是本節課的一個重點。對定語從句的複習，需要綜合應用所學知識來解決原來的遺留問題，因而對句子分析和推理概括能力要求提高了。而高中生側重於對直觀現象進行具體、形象的思維來獲得知識。因此這個知識點既是本節課的重點又是難點。
培養學生的多種能力也是這節課的重點，這是素質教育對現代教學的要求。
二、分析學生
大多數學生上進心強，學習態度端正，有良好的學習習慣，但是缺乏一定的探索研究問題的能力。
定語從句是學生在英語學習中比較常用的語法，也是他們必須掌握的內容。教學中要注意培養學生對英語的興趣，充分發揮主體作用，迎合他們好奇、好動、好強的心理特點，調動他們學習的積極性和主動性。
高中生的思維方式由形象思維向抽象思維過渡，因此在教學中應注意積極引導學生應用已掌握的基礎知識，通過理論分析和推理判斷來獲得新知識，發展抽象思維能力。當然在此過程中仍需以一些感性認識作爲依託，可以藉助多媒體設備加強直觀性和形象性，以便學生理解和掌握。
三、教學方法
這節課可綜合應用提問、歸納、介紹、檢查、講授和討論等多種形式的教學方法，提高課堂效率，培養學生對英語的興趣，激發學生的求知慾望。充分體現以教師爲主導，以學生爲主體的原則。創設英語情境讓學生參與語言實踐，邊動口邊思考。從語言分析總結出結論以調動學生的積極性。
四、教學程序
教學中要以瞭解、學習研究英語的方法爲基礎，掌握知識爲中心，培養能力爲方向，緊抓重點突破難點，具體設計如下：
1、新課導入：
以創設問題情境導入新課。學源於思，思源於疑，一上課便以聽歌曲填空的形式引入課題，引導學生分析歌詞中的有關定語從句的句子，認真分析句子成分，使學生產生強烈的求知慾和好奇心，調動學生學習的積極性和主動性。
2、講授新課：
任何語言學習都離不開語言實踐。這節課主要採用講授歸納的方法來建立定語從句的概念。我將一個定語從句列在投影上，讓學生分析這個句子的成分，從而導出兩個非常重要的內容----先行詞和關係詞，然後逐一解釋。通過分析例句，培養了學生的分析能力、觀察能力，增強了他們的感性認識。爲了使學生能對定語從句有更進一步的認識，這裏我又採用提問的方法讓學生說出定語從句的分類，然後我對其進行進一步地解釋和說明，讓學生通過講解概括，總結出定語從句的分類。在此基礎上，我讓同學們回答出定語從句中的關係代詞有哪些，通過一些簡單的例句，讓學生知道每一個代詞在句子中起什麼作用以及用法。在講解關係代詞與介詞時，我讓學生自己歸納出它們的規律，提高學生的概括能力，從而達到複習的目的。
在講解關係詞that和which、who和that、as和which這一環節時，我先讓學說出它們的特殊用法，然後我再進一步加以闡述。從而，引出它們的特殊用法。
一）、that和which的特殊用法：
1、有些情況下只用關係詞that,而不宜用which。
a、從句所修飾的詞又被形容詞最高級或序數詞修飾時,只能用that引導從句。
b、先行詞是all,something,nothing,anything等不定代詞時，只能用that。
c、先行詞既有人也有物時,只用that引出從句。
d、先行詞是one of,the one, 或用little,few, no, all, any, only, just, very作修飾時，只能用that。
e、當主句已有疑問詞 who或which時，只能用that。
2、定語從句中宜用which而不宜用that的情況。
a、當關系代詞前面有介詞時。
b、在非限制性定語從句中。
c、在一個句子中有兩個定語從句，其中一個從句的關係代詞用了that，另一個宜用which。
二）、who和that的特殊用法：
who、that在許多情況下可以通用，但有時宜用who不用that。
a、先行詞是one(s),anyone,someone, those時，關係詞使用who。
b、在there be 句型中，先行詞指人時，關係詞用who。
三)、關係代詞as和which的區別
as和which所代表的都是整個句子所表示的內容,但是二者有兩點不同之處：
a、在形式上as引導的非限制定語從句可位於主句後面,也可位於主句之前；而which引導的非限制定語從句只能位於主句之後，不能位於主句的前面。
b、在意義上，as定語從句和主句的關係一般爲一致關係，常譯爲“正如……”，“就象……”，而which定語從句和主句的關係是因果關係，或which從句是對主句的評論。因此，在意思通順的情況下，which可代替as，而as許多時候不能代替which。
針對關係副詞的複習，因其難度不大，我直接採用講解法，學生容易理解。關係副詞是用來引導定語從句的，它和關係代詞一樣，具有數種作用。
a、在從句中代替先行詞。
b、在句中作狀語。
c、連接作用，把兩個句子連接成爲一個帶有定語從句的複合句。
同時，在解釋的過程中不斷穿插練習，達到鞏固複習的目的,體現精講精練的教學原則和我校提出的“四轉五讓”原則。
3、反饋和鞏固
在講解完所有語法點之後，爲了更加有效地鞏固所複習的知識，我設計了兩種有針對性的習題練習，讓學生把掌握的知識運用於實際語言操作中，從而達到知能並重的目的。
4、小結
最後通過小結，以表格的形式把本節課所複習的語法點進行總結。
5、板書設計
GRAMMAR
Attributive Clause
6、佈置作業
Finish off the exercise paper.
課後反思
課後各位聽課教師對本節課進行了點評，結合其他聽課的評價及與其他教師的交流，談談個人的思考，具體如下：
一)、值得推介的幾點
1、重視基礎語言知識，對於基礎的語言知識講得透，講得到位。
2、重視語言綜合運用能力的培養。講知識點時，能結合語境，提供情境，對於學生語言基礎知識的綜合運用起到了鋪墊作用，對於學生髮散思維能力的培養有很大的幫助。
3、課堂教學有思想。教師擁有豐富資源，多媒體課件設計地實用、合理。講授方法新穎獨特，練習形式靈活多樣。
4、教師個人素質較好，能靈活應對任何突發教學情況，合理安排講練比率。
二)、存在問題
1、英語思維與漢語思維同時存在，相互干擾。偶爾用漢語組織教學好像省事，其實反而浪費時間和精力，不利於學生形成用英語思維的習慣，更影響交際速度。
2、交際面有時過窄，很難訓練到全部。很多學生只有聽的份，沒有說的機會，這是大班的侷限，有些活動是爲了順利進行而侷限於“好學生”身上，一些英語學困生被遺忘。時間長了，會使學生討厭英語並放棄英語的學習。
3、任務型教學活動有時設計地不是很好。活動要求有時不是很明確，活動設計不能從學生生活經驗，興趣愛好出發，活動形式有時單調，缺乏趣味性。
三)、幾點想法
1、千方百計、想方設法激發學生的學習興趣，調動學生的學習積極性。有人說“掌握一門外語就比別人多活了一輩子。”因爲你比別人多瞭解另一種語言背景下的政治歷史、天文地理、風土人情等等。向學生多介紹經典音樂、視頻、英文佳作等，在潛移默化中培養學生的學習興趣。
2、在課堂上注意學生的綜合語言運用能力的培養。在基礎的語言形式訓練上提升交際品位，爲學生創設豐富的語言環境，讓學生產生交際的願望和機會，使交際具有實際內容和實際意義。
3、要繼續學習，不斷充電，提升自身的業務素質和人文素養。
英文說課稿 篇2Good afternoon, teachers, It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is Senior English Book unit 1（A student of African wildlife/Why not carry on the good work）I’ll be ready to begin this lesson from five parts. Analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure, and Blackboard design.
First, let me talk the teaching material. Part 1 Teaching Material:
This unit is about（Great women and their achievements , Important people, history and methods of agriculture, Different types of English humor ,Culture differences and communication Different types of theme park）
By studying of this unit, we’ll enable the students to know some great women and their achievement and what makes the great women successful The knowledge of farming and Dr Yuan Longping’ achievement And chemical farming and organic farming. Charlie Chaplin and his funny and encouraging humor People from different area have different body language and use the right body language to showing our feelings. Theme park not only provide fun but also provide various knowledge and exciting experience. this lesson not only teach the students to learn the related material about
(1) the good character to be a successful person
(2)Yuan longping’s scientific research spirit and attitudes toward life The disadvantage of using chemical fertilizers and how to increase production in organic farming.
(3)Charlie Chaplin and his humor English jokes
(4)Different body language and the similarities in body language which make the others understand our feelings.
(5)Theme park but also learning ability in English .
A： If Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit well. B： It provides all-around practice about listening, speaking, reading and writing revolve around the topic, it is the expansion of this unit and give Ss a space to use the language So it plays an important part in the English teaching in this unit.
（As we know ,reading belongs to the input during the process of the language learning. The input has great effect on output , such as speaking and writing . ）According to the new standard curriculum and the syllabus (新課程標準和教學大綱), after studying the teaching material and analyzing the rule of children’s growing of mind, I think the teaching aims are the followings:
ledge objects:
(1)the students can hear, read, and use the main sentence patterns.
(2) the students can understand the content of the lesson:
(3) the students can use the patterns to express their thoughts in proper situation and learn how to describe people with adjective. Ability objects:
Ability objects of this section are
(1)To develop the Ss’ abilities of listening, speaking, reading and writing. Especially speaking and writing ability.
(2) To train the Ss’ ability of working in pairs.
(4) To improve the Ss’ reading abilities ,especially their skimming and scanning ability.
ion objects:
By reading A Student of African wildlife /why not carry on the good work, students can learn from
(1)Jane Goodall in at least two aspects: one is what is the human way to study animal; the other is that it was her great personality-universal love and mercy that made her successful. Lin Qiao zhi in at least two aspects: one is what is the human way to help poor patients; the other is that it was her great personality-universal love and mercy that made her successful.
(2)Dr Yuan Long ping his scientific research spirit and attitudes toward life This passage what is chemical and organic farming and their advantage and disadvantage.
英文說課稿 篇3一、說教材（教材分析） Analyzing teaching material
1. 說課型 lesson type （Dialogue/ reading/ listening/ revision）
2. 本課在教材中的地位 status and function
Lesson 33 Saving the Earth is a dialogue. The lesson is focused on the topic of the problems of the earth and the functional items of Supposition/ Intentions/ conjecture/ Prohibition. Since it is a dialogue / reading. It’s helpful to improve the Ss communicative/ reading ability.
3. 說教學指導思想 teaching guideline
（Teaching syllabus:
Language is for communication, develop their four skills, lay special emphasis on reading; Grellet put it well in his book developing reading skills:
develop reading skill/ discourse analysis; get them to understand the western culture better; improve the ability to discover, analyze & solve the problems; Reading is for information, for fun; Use Top- down model or Bottom- up model to activate Ss schemata; Interactive model）
4. 說教學目標和要求 Teaching aims and demands （…be intended for Ss in key schools）
1）認知目標 knowledge objects
a. Enable the Ss to remember the following new words & phrases:
Damage, lecture, pollute, pollution, room, standing room, be fit for, hear about, turn into
b. Get the Ss to be familiar with this sentence pattern:
If the population keeps growing so quickly, there will only be standing room left…
Give the Ss a reinforced practice on the functional item Supposition.
c. Activate Ss schemata regarding the topic of pollution and help Ss to know more about the problem of pollution.
2）智能目標 ability objects
a. Ask the Ss to make up a similar dialogue.
b. Help them to understand the dialogue better and improve the four skills.
c. Develop their ability of thinking independently.
d. Cultivate their ability to discover, analyze and solve problems.
e. Train them to collect information from the Internet.
f. Train them with some effective learning methods to optimize Ss’ learning results.
3）德育目標 moral objects
a. Arouse their interest in learning English;
b. Help them to understand the background of pollution.
c. Enable the students to love our earth and the nature.
d. Be aware of the importance of stopping pollution & protecting our environment.
e. Encourage the Ss to do something to save the earth.
5. 說教學重點 teaching important points （生詞、句型；培養閱讀技能）
a. New words and phrases
b. Sentence pattern:
If- clause
c. improve their reading skills.
d. Talking about problems of the Earth.
6. 說教學難點 teaching difficult points （語法；發展交際能力）
a. functional item:
Supposition.
b. Develop their communicative ability. Act out their own dialogue.
7. 說教具 teaching aids （multi-media computer, software, OHP）
The teaching syllabus says that it’s necessary for teachers to use modern teaching facilities. It’s of great help to increase the class density and improve our teaching result. It can also make the Ss reach a better understanding of the text by making the classes lively and interesting. At the same time, it arouses the Ss’ interest in learning English.
二、說教法 Teaching methods
Five step method; audio-video; communicative approach;
Task-based learning:
New Syllabus Design encourages teachers to use this teaching method. TBLT can stimulate Ss’ initiative in learning and develop their ability in language application. Make the Ss the real masters in class while the teacher himself acts as the director and bring their ability into full play.
三、說學法 Study methods
1. Teach Ss how to be successful language learners.
2. Teach Ss how to develop the reading skill — skim & scan; how to communicate with others; how to learn new words; how to learn independently;
3. Get the Ss to form good learning habits.
四、說教學過程Teaching procedures
I. 複習 （Revision） 5min （Daily report; 詞彙diagram; brainstorming; activate schemata）
Activity 1:
Imagination
1） Suppose a bottle of ink is turned over and dirties your white shirt, what is to be done? （Wash it? Or throw it away?）
2） Suppose you catch a bad cold, what’s to be done?
3） Suppose your bike is broken, what’s to be done?
4） And suppose the earth, on which we all live, is damaged, what’s to be done?
* What can you think of when you see "pollution" this word?（waste, environment, air, water, factory, desert, climate… Try to activate the Ss schemata regarding the topic of pollution.）
II. 呈現 （Presentation） 5min
Activity 2:
Presentation
Play the song "Earth Song" sung by Michael Jackson. （Create an atmosphere）
A lot of pictures and video clips about the causes and results of the three problems mentioned in this lesson will be shown on the screen with the help of the computer.
Ss’ presentation on pollution. Attract their attention, arouse their interest, and create a good atmosphere for communication.
* Activate their schemata and cultivate their ability in collecting information from the Internet and develop their ability in thinking independently.
III. 對話 / 閱讀 （Dialogue）18m
1. Pre- reading
Activity 3:
Prediction
1st listening/ fast reading, one guided Q to help Ss to get the main idea:
What do you think is discussed at the conference?
2. While- reading
Activity 4:
Read and answer
2nd listening/ careful reading, more Qs to get the detailed information. Develop their reading skills:
skim & scan. Pay attention to the pronunciation, stress & intonation.
* 閱讀： Pre-reading; while-reading; post-reading （fast reading/ careful reading; skim/ scan; 識別關鍵詞key words;確定主題句；創設信息差information gap;T or F; 填表格chart/diagram; Predicting; Make a timeline; Make a story map.達到對課文的整體理解和掌握。So that they can have a good understanding of the whole text.）
3. Post- reading
Activity 5:
Language focus
While Ss are answering the Qs, the teacher deals with some key language points.
a. is being caused b. and so on c. go on doing
d. be fit for e. standing room f. if- clause
IV. 操練 （Practice） 10m
Activity 6:
Retell
Use your own words to retell the dialogue in the 3rd person.
Activity 7:
Acting out
Activity 8:
Drill – Supposition
Purpose:
Practise the functional item of Supposition. （P. 33 Part 2; P.113, wb Ex. 3）
（Retell; act out; role play）
V. 鞏固 （Consolidation） 6m
（Discussion; interview; press conference; debate; quiz）
Activity 9:
role play
Suppose you were head of a village, scientist, journalist and villager, make up a conversation and ask several groups to demonstrate in front of the class.
* The Ss are encouraged to use the words and expression_r_rs like pollution, damage, be fit for, turn into, the if- clause, etc.
Activity 10:
Discussion
Think of the question:
Are we causing damage to the world?
What should we do to save the earth and protect our environment especially in our daily life?
Collect their answers and form a report.
VI. 作業 （Homework） 1m （Writing; continue the story; recite; retell）
Write a letter to the mayor, telling him sth. about the pollution around your school.
A Brief Instruction to the topic of "What should I do?"
Shangyuan Middle School Li Yi Cai
Good afternoon, ladies and gentlemen. My name is LiYiCai. I come from Shangyuan Middle School in y I’m going to talk about the topic" What should I do?"I will divide the instruction into seven parts:
they are Teaching material Analysis, Teaching aims, Teaching emphasis, Teaching difficulties, Teaching methods, Teaching aids and Teaching procedures.
Part 1 Teaching material analysis
This period is from Unit 3 of 9A Oxford English. First of all,I’d like to talk about my understanding about this have learned Star sings in Unit 1 and Colours and moods in Unit have also learned how to write a formal recommendation letter and how to write a report on the moods of people in last two y we are going to learn two letters to a famous youth worker about Millie’s and Simon’s this unit links with a special meaning of Unit 1 and Unit period is the first lesson of main idea of the topic is how to express their problems and ask for are going to learn the ways to deal with problems and stress in following this period is very important in this unit.
Part 2 Teaching aims
of the knowledge:
（1）To know the spelling of some words and usage of some phrases.
（2）To learn something about Millie’s and Simon’s problems.
（3）To grasp the main idea of Reading and use the information to talk to others about one’s problems and how to deal with them.
of the ablilities:
（1）To improve the ability of getting information by reading.
（2）To improve the ability of retelling the story.
of the emotion:
（1）To understand how to write about problems and to express feelings.
（2）To ask for advice to solve the problems.
Part 3 Teaching emphasis
master the ‘to’-infinitives and ‘wh-’words+‘to’-infinitives.
get the ability of general reading and getting information.
Part 4 Teaching difficulties
recognize and understand vocabulary about problems.
ask for advice
Part 5 Teaching methods
In this topic,I will use five-step Teaching Method and Task-based language Teaching.I design some tasks to help the students learn.I think if I want to improve the students’ oral English,I should give them enough chances to practice and I will use pair work,group work to let the students take an active part in all kinds of is "Learning by doing,learning by using" the students be the masters of the class teaching,thus,student-centered teaching method is well shown.
Part 6 Teaching aids
Projector,slide show,tape recorder and blackboard
Part 7 Teaching procedure
Step Ⅰ。Lead-in
The purpose is to arouse the students’interest of study.
Let’s have a free talk.
T:Have you got problems?
S:Yes.
T:What is it?
S:Eating too much makes me unhealthy.
T:What about you?
S:……
Step Ⅱ。Presentation
The purpose is to develop the skills of skimming and how to gain the main idea of the articles.
students to read two letters and answer the following questions:
①What is Millie’s favorite hobby?（Painting）
②What is Millie’s problem?（She doesn’t have enough time for hobbies and homework.）
③When does Simon play football?（After school until late）
④How do his parents feel about it?
（They don’t like this and ask him to go home before 6 p.m.）
students if there are words that they do not know.
Explain some new words briefly.
deal;choice;complete;refuse;accept;spare;doubt;whether;
Step Ⅲ。Practice
The purpose is to develop the skills of scanning and how to gain the details from the articles.
en to the tape and answer some question about "True"or"False".
students to read the articles again and explain some important phrases.
How to solve the problems;hand in;on time;at the moment;
can’t find any time for my hobbies;feel bad;give up;
achieve a balance between the two;hear form;make unhappy
Step Ⅳ。Retelling
The purpose is to develop the skills of retelling with the key words
students to make sentences with phrases that we have learned.
to retell the outline of the articles.
urage students to say something about themselves.
Step Ⅴ。Summary and homework
The purpose is to give the students a clear idea of how to express their problems and revise the articles.
students to revise the words and phrases
students to write a letter about himself after class.
During my teaching,I’ll try my best to get my class alive and encourage the students to talk with each other in English. I think the general aim of English teaching is to improve the ability of using English. And I’ll use this to guide my teaching.
Thank you!
英文說課稿 篇4一、 說教材
今天我說課的內容是外研社的國小英語新標準三年級起始第一冊module 6 school, unit2 what’s this? 我採用多樣化的教學手段將聽、說、玩、唱溶於一體，激發學生學習英語的興趣和願望，使學生通過合作學習體驗榮譽感和成就感，從而樹立自信心，發展自主學習的能力，形成初步用英語進行簡單日常交際的能力。
二、說學情
三年級的學生於本期剛接觸英語，對學習英語充滿了好奇和興趣，渴望獲得更多的英語信息和知識。經過本模塊第一單元的學習，學生已經初步掌握了詢問並識別物體的句型：what’s this? 和what’s that? 學生已掌握的知識和心理狀態爲本節課的自主探究打下了基礎。
三、 說教學目標
1、語言知識目標
(1) 讓學生能聽、說、認、讀pen,pencil,book,bag等單詞。
(2) 通過學習讓學生熟練掌握句型 what’s this? 和what’s that?
2、學習技能目標：
(1) 能聽懂let’s do中的指令並做出相應動作,如point to the …
(2) 根據圖片或在場景下進行簡單的英語交流和表達，培養學生靈活運用所學知識進行交流的能力.
3、情感態度目標
（1） 通過學習活動，使學生有興趣聽、說英語，培養學生注意觀察、樂於模仿的良好習慣和主動競爭的竟識。
（2） 讓學生在鼓勵性評價的中樹立學習英語的自信心。
（3） 通過小組活動培養學生合作交流的能力，從而讓學生意識到學習英語的重要意義。
（4）充分利用教材所提供的學習資源，實現自由參與與創新，能主動與他人交流，並克服交流中的困難，使交際順利進行。
四、說教學重難點
1、學習新單詞 pen,pencil,book,bag ，能正確認讀。
2、鞏固已學句型：what’s this? 和what’s that? 並能用 it’s a…作出相應的回答。
五、說課前準備
教具準備：課文錄音；帶單詞的物品圖片；實物pen,pencil,book,bag；魔法包；獎品（貼畫）。 學具準備：單色物品的圖片（學生課前畫好）
六、說教學策略
爲了突破這一堂課的重、難點，根據國小生好奇、好勝、好動、模仿力強、表現欲旺盛等生理和心理特點，我主要採取了以下教法和學法。
（一） 小組活動學習法
把全班分成四個大組（兩行爲一組），分別用數量單詞命名，並書寫在黑板的左邊或右邊。課堂各項教學活動均以小組活動爲主線，結對或全班活動爲輔，學生互相交流、探究，共同完成學習任務，在合作中感受學習英語的樂趣及交流的意義，也通過小組成員之間“榮辱與共”的關係而形成同步學習的環境。
（二） 情境教學法
給學生不斷創設各種真實的場景，促使學生說英語。
（三） 課堂評價主要以鼓勵性評價爲主。
課上恰當使用激勵性評語和獎勵個人貼畫、小組獎的紅旗（畫在黑板上）的方法，讓學生渴望成功的心理得到滿足，這也是激勵學生積極投身英語學習的一個最簡單而有效的方法。老師操作起來也比較方便。
七、說教學過程
（一）熱身複習，營造學習英語的氣氛。
1、歌曲導入，激發學生學習的興趣
教育家托爾斯泰說過：“成功的教學所必須的不是強制，而是激發學生的興趣，激發學生參與學習的興趣，是新課導入的關鍵。精彩的課堂開頭，不僅能使學生迅速地興奮起來，而且還會使學生把學習當成一種自我需要，自然地進入學習新知的情景。因此，在熱身的時候，首先讓學生演唱歌曲“plese stand up ”，並做上相應的動作，這樣的`導入能很快吸引住學生，還渲染了學生學習英語的良好氣氛。同時，歌曲中的物品也可勾起學生們對已學物品單詞的回憶，對複習句型what’s this? 和what’s that?作好鋪墊。
2、複習舊知，培養自信
教師出示tom的圖片，談話向孩子們引出本節課的新朋友：“it’s tom.” ，並讓學生熱情地和他打招呼。告訴學生們他是amy的弟弟，今年才三歲。小tom有些物品不認識，由於剛和大家見面，有些害羞，要老師代問，讓孩子們幫幫他。孩子們對幫助他人都比較熱心，反應都很積極。於是老師拿着tom的圖片，在教室裏四處走動，隨意拿起一件物品或指向一件物品，向學生提問：what’s this? 或what’s that?讓學生作出相應的回答。適時還可用what colour is it?進行詢問，藉以複習表示顏色的單詞。大力誇獎樂於助人的娃娃。這樣不僅複習了舊知識，渲染了學習英語的良好氣氛，而且滲透了思想品德教育。
（二）會話導入新知，促進語言實際運用能力的提高。
學生在一個平等尊重的氛圍中，他們的思維是放鬆的，敢於說、敢於參與教學。教師要真心誠意地把學生當成學習的主人，努力提高“導”的藝術，從而在教學中恰到好處地去啓發、點拔、儘可能地給學生多一點思考的時間，多一點活動的餘地，多一點表現自己的機會，這樣才能使課堂氛圍充滿活力。因此，這個環節我是這樣設計的:
1、教師拿着tom的圖片繼續指向教室裏的物品，向學生提問。課前教師在離講臺較近的牆壁兩側和較遠的後牆兩邊分別貼上pen,pencil和book,bag的圖片，分別使用what’s this? 和
what’s that?向學生提問，學生可用中文來回答。教師引導用“it’s a…”來回答，自然引出新單詞，進行單詞教學。
2、遊戲——變一變。
老師先出示魔法包，把實物pen,pencil,book,bag一件件地特意讓學生看到之後，再把它們放進“魔法包”中，然後讓一名學生上臺，從“魔法包”中握住一件物品，讓其餘學生猜是什麼。若猜對了就把物品拿出來，並讓另一名學生上臺找出相應的單詞卡片，全班進行單詞練讀。學生們對“魔法包”充滿了好奇，而所學的單詞又是孩子們非常熟悉的文具物品，從而學習起來非常帶勁，能起到很好的鞏固作用。通過齊讀、指名讀、開火車讀、看口形猜單詞等多種形式的操練，孩子們能十分輕鬆地掌握單詞的認讀。對讀得對、讀得好的個人和小組要給以及時的鼓勵，調動學習的興趣和積極性。
（三）呈現新知,合作互動。
在國小英語課堂中使學生保持一種積極的緊張感，能夠激發他們學習的外部動機，引發他們一系列的自主活動，促進外部動機向內部動機的轉化。
1、遊戲——say and point
請四位學生上來，分別站在四個不同的方位，手裏分別拿着實物pen,pencil,book,bag再請一名學生髮出指令：point to the…其餘學生做出相應的動作，以達到對新單詞的熟練掌握。這個活動完全由學生來操作，既鍛鍊了學生的膽量和能力，又激發了學生學習的興趣。
2、演一演。這個部分是由學生導學。指派一生扮演tom，在教室隨意走動，指向任一物品，用what’s this? 和what’s that?進行詢問，其餘學生扮演amy作答，以答到操練句型的目的。爲了激發學生學習的積極性和主動性，可多抽幾名學生扮演tom練習。這個環節主要是操練學生能正確使用what’s this? 和what’s that?來提問。對能正確使用this和 that來詢問的學生要加以大力表揚和獎勵。
3、小組活動：ask and answer
以學習小組（四人）爲單位，擺出pen,pencil,book,bag等文具，可故意將其中的一件放遠一些。然後指派一人分別用what’s this? 和what’s that?進行詢問，其他學生作答。依次輪流進行，藉以達到熟練掌握句型的目的。若組內成員不懂，其他成員幫助，團結一心，完成任務。教師巡視指導。
4、學習課文 what’s this?
（1）學生打開書，結合課文插圖，聽課文錄音，理解文意。
（2）再聽錄音，生逐句模仿讀。教師適時正音。
（3）趣味操練——多種形式賽讀：男女生分角色讀；指名分角色讀；小組賽讀。優勝者分別獎個人貼畫、獎小組小紅旗。各種方式的賽讀，從多方面激發學生學習英語的興趣，培養自信心，讓他們感受到成功的快樂。
（四）鞏固新知，拓展練習。
1、完成運用任務（1）：賽一賽——將sb24頁的activity 3設計爲一個搶答賽。
教師出示單色物品，用what’s this?詢問，學生搶答。在這個環節，教師要注意引導學生加上顏色作答。不僅鞏固了新知，也複習了舊知。這個練習有一定的難度，教師要多加誘導，多給孩子思考的餘地。通過努力，相信孩子們一定能完成得很好的。對答得對的要大加讚揚和獎勵，比如說：呀，你真了不起！能說那麼長的英語句子了！太棒了！
2、完成運用任務2：將sb 25頁的activity 5設計爲小組活動——show and ask
學生展示出課前畫好的單色物品圖片，在小組內互相用的what’s this? 和what’s that?來進行問答。提醒學生在問時把圖片拿出來，做出合適的動作；在答時儘量加上表示顏色的詞，教師巡視指導。 此任務的設計，重視了對學生思維能力、觀察能力的培養，特別是對學生合作學習能力的培養，讓學生們在師生，生生，小組等不同的合作方式中，學會傾聽，學會評價，爲學生的終身學習奠定基礎。
（五） 課堂小結和課堂延伸
1、總結小組的戰利品，（包括個人的貼畫和黑板上小組的小紅旗）學生掌聲祝賀並鼓勵未獲勝的小組繼續努力，爲激發下節課的學習氣氛打下基礎。
2、佈置課外作業——我來噹噹小老師。
將所學的單詞或英語句子教教你的家人或朋友。並將你當小老師的情況在下節英語課上向老師和同學彙報。
此環節將課堂延伸至課外，培養了學生的運用能力，讓孩子的家人和朋友也來分享學習英語的快樂，從而更加激發孩子學習英語的慾望，真切體驗學習英語的成功帶來的喜悅，達到學以至用的目的。
八、說設計說明
本節課不論是新知的呈現，還是遊戲的設計，都是以學生的自主探究學習爲中心的，充分調動了學生學習英語的積極性，讓學生全員積極參與到課堂，在玩中學，學中用，提高了課堂實效，培養了學生學習英語的興趣。我相信通過這樣的教學方式，充分讓學生主體參與、體驗感悟、遊戲鞏固，是一定能圓滿實現課堂教學任務的。
附：板書設計
Module 6 School Unit 2 What’s this? What’s this?
It’s a red pen. yellow pencil. What’s that?
It’s a blue bag. green book.
英文說課稿 篇5一．說教材：
《birthdays》是譯林英語五下的最後一個單元。本課時主要講授的是第一板塊Story time的內容。主要圍繞“過生日”這一話題，通過問詢和討論在生日裏所做的事情展開對話。
教學大綱對Story time的要求是通過對話、短文、故事等，幫助學生掌握基本的英語語言知識，發展基本的英語聽、說、讀、寫技能，初步形成用英語與他人交流的能力，進一步促進思維能力的發展，同時提高學生的綜合人文素質。所以本課的主要目標是培養學生靈活運用所學知識進行語言表達的能力。
二．說教學目標：
針對這些要求，我設定了本課時的教學目標是：
1. 學生能流利朗讀並理解story time。
2. 學生能聽懂、會讀句型" When's your birthday? It's on the eleventh of May. It's on the eighth of April."
3. 學生能運用句型"What do you do on your birthday? I usually..."正確問答生日活動。
而本課有比較明顯的中西文化區別，所以針對這一特徵，設定情感和文化目標爲：
1. 能理解中西方生日文化的去別和融合。
2. 能懂得感恩父母。
三：說教學方法：
教法：
1. 問答式教學法：它能充分發揮師生兩方面的積極性，用此法可啓發學生思維，培養學生分析問題、解決問題的能力和口頭表達能力，激發其學習的主動性、積極性。
2. 討論式教學法：通過對教學主題的自由討論，得出在生日經常做的事情。在討論的過程中運用所學的語言。不僅能幫助學生正確運用語言，也能創建比較自由舒適的課堂環境。
3. 情境教學法：給學生創建比較真實的語言環境，在情境中學習課文的內容。
學法：
1. 聽選法：要求學生在聽的過程中完成信息的採集。幫助學生鍛鍊聽取信息的能力。
2. 速讀法：以快速閱讀爲基礎，找出與給出主題相關的內容，幫助學生練習泛讀能力。
3. 精讀法：細讀課文，找出細節內容。在這一部分，學生需要對課文進行分析，並找出正確的答案。鍛鍊學生對文本的分析運用能力。
四：說教學過程：
本課時是本單元的第一課時，主要教學過程如下：
課前活動：
一、熱身活動
爲了幫助學生進入學習狀態，設計如下的課前活動。
1. 解釋卡片和獎勵機制。
2. Listen to the song< Happy birthday to you>
3. Say a chant< The months chant>
二、引入課題
1. 正是上課，首先出示本課的學習目標，讓學生對本節課需要掌握得內容有比較清晰的瞭解。
2. 討論月份，引入主題。
T: boys and girls. There are twelve months in a year. Which month do you like best?
S: I like…
T: I like October best. Because my birthday is in October. Do you want to know?
You can ask“ When’s your birthday? ”引入生日討論。
連讀，板書。
Put in order
先出示打亂的生日活動，觀看聽老師的生日活動，然後完成排序練習。
以上引入課題：birthdays
三、處理文本
爲了幫助學生鍛鍊聽、說、讀的能力，設計瞭如下的處理文本的活動。
a. (放視頻，完成連線)
b.聽錄音，說出所做的事情。（板書）
c. 速讀課文，找出Mike做的事
d. 精讀
Read the text carefully and try to find the answers.
1）Who do they spend their birthdays with?(他們和誰一起度過生日？)
2）What do they eat?
文化滲透：Chinese people usually spend their birthdays with their families, they often eat noodles. Western people usually spend their birthdays with their friends, they often eat birthday cakes.
3）T: They do different things on their birthdays.
Are they happy on their birthdays?
S: Yes.
How can you know?
找出句子: We have a great time. We have a lot of fun.
四、練讀課文。
練讀課文時比較枯燥的，所以設計了多樣的練讀方法。
1）跟讀，注意語音語調，特別是重音。
2）三人多樣練讀，請兩組示範。
3）齊讀。
五、複述課文
複述課文是比較有效的檢驗學生是否掌握課文內容的方法，所以在本部分設計了逐層遞進的複述方法。
1）看板書，複述。
2）去掉動詞詞組，複述。
六、你的生日
讓學生正式運用本節課所學的知識，進行豐富的討論活動。
T: We know Su Hai, Su Yang and Mike’s birthdays. Now, it’s your turn to share your birthdays.
1)提供表格，讓學生先選一選。
2)根據選擇,和同桌說一說。
3)請學生說一說。
文化滲透：隨着時代的發展，中國的生日文化已經吸納了很多西方元素，中西方生日文化的差異已經不是很明顯了。
T: Now we also eat birthday cakes and have a birthday party with our friends. So with the development of the world, the differences between China and western countries are getting smaller and smaller.
七、情感教育
幫助學生學會感恩父母並且對本課的內容進行書寫訓練。
Your birthdays are wonderful. Your parents remember your birthday and prepare a lot of presents for you. But I have a question. Do you know your parents’ birthdays. Who knows? Hands up! Not all of us know the birthdays of our Parents. But our parents is the most important people in our life. Boys and girls, Let’s design some birthday activities for your parents’ birthdays. Write down your ideas.
八、評價和回家作業
針對上課是出示的學習目標，讓學生對自己這節課的學習效果進行評價和反饋。知道自己的薄弱點在哪兒。針對這些評價內容，設計回家作業。
(必做)1. Listen to the tape and read after it three times.
2. Write down more ideas for your parents’ birthdays.
(選做)1. Try to retell the story.
2. Write down your parents’ birthday dates.
五：說板書
本課的板書採用了和課文相關的蛋糕和麪條，並在上面貼上對用人物的活動詞組，輔以頭像幫助理解。非常的生動，讓學生對本課的內容有比較直觀的理解。
英文說課稿 篇6Good morning, everyone !
I’m No.____ candidate. Nice to meet you! （鞠躬）
Today my topic is about ________________________,(板書) I will analyze the lesson from the six parts.：analysis of teaching
material, teaching aims and demands, student analysis, teaching met
hods, learning methods and procedures. （下面我將從教材、教學目
標和要求、學情、教法、學法、教學程序等幾個方面進行說課。） Part 1 Analysis of the teaching material .
Status and functions :
The topic of this unit is about________________. It is from the unit ______of PEP English < go for it> the _______semester of grade ______. This is an interesting topic for students all the activities in this unit are helpful to raise students’ learning interest. As we all know, interest is the best teacher for students unit includes two sections (section A and section B). I will finish section A from 1a to Grammar Focus in this period. Let students learn happily and easily. All the activities in this lesson are designed to help Ss consolidate the language points in this unit.
Part 2 Teaching Aims and Demands
Knowledge objects:
The Ss can master the usage of the important words, expressions and
sentences.
____________________________________________________
____________________________________________________
____________________________________________________
The Ss can use the patterns to express their thoughts in the proper
situation.
The Ss can understand the content of the lesson, talk about
Ability objects:
To develop the Ss’ abilities of listening, speaking, reading and writing.
To improve the student’s reading ability.
To guide Ss to set up effective studying strategies.
Emotion or moral objects:
By studying this lesson, the students and put the
moral education in the language study.
In order to achieve these aims, we must be clear about the important
points and difficult points:
The important points：
（1）
（2）
（3）
The difficult points：
（1）
（2）
Part３ Teaching Methods
In my opinion, the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of English language. So in this unit， I’ll mainly use “Communicative” Approach(交際教學法), “Task-based” language teaching (任務教學法). The Situational Approach(情景教學法) .
Part４ The Studying of Students and learning Methods
Most of the students are from the countryside, and most of them are poor in cooperative learning skills. Some students are not active in the class, and some students don’t like English. Therefore, I’ll make Ss get the knowledge actively by probe study and cooperative study and let the Ss pass "Observation—Imitation—Practice " to study.
Part５ Teaching Procedure
Period 1(1a--- Grammar Focus)
Step 1 warming up
It will cost 3 minutes
In this step , I’ll ask students to have a free talk with the knowledge they have learnt last lesson . In this way , students will pay their attention to our class easily , and their speaking
ability will be improved .
Step 2 leading in
It will cost 2minutes .
I’ll show some pictures about__________________, and tell something about _________, these can form a relaxing atmosphere and let the students get ready for the next step . Step 3 presentation
It’ll cost 20 minutes
I’ll show some words and sentences ,and ask students to guess the meaning of new words , with the help of PPT . I’ll set a real situation to help the class learn new words and sentence pattern ents can follow the tape recorder reading words and text .
Situational approach is used here .
Step 4 practice
It’ll cost 10 minutes
In this step , I’ll divide the whole class into 4groups to have a competition by reading the dialog and role-playing . Then ,I’ll ask students to make a new dialog to check if they can use new words and sentence pattern correctly .
Task-based teaching method is used here，and students’ cooperation ability will be well developed .
Step 5 summary
It’ll cost 5 minutes .
In this step ,I’ll guide students to conclude key words and sentence pattern to wide their knowledge
In the end ,I’ll give some homework ,go over today’s lesson and preview next lesson , go to the library or search the internet for some information ,then write a short passage .
Ok ,that’s all for my lesson ,Thank you a lot for listening .
英文說課稿 篇7The teaching design I’m going to talk about is for unit 10, from Fun with English for primary school, Book 1A. It mainly deals with colors , I’ll describe it mainly in 5 parts.
1. Analysis of Ss
Most of the first-grade Ss haven’t learned English. But some of them have learned some basic knowledge about English in the kindergarten. They are eager to learn and are interested in English. All these are to the advantages of English learning.
Analysis of the textbook
The ultimate goal of Oxford English is to develop the comprehensive ability to use the language. That is to develop their four skills, listening, speaking, reading and writing.
hing Objectives
Firstly, knowledge objective. In this unit, Ss are required to master the five words ( red, green, yellow, brown, white) and sentence structure “ What color?”
Secondly, skill objective. Ss are going to learn how to apply the words and expressions they’ve learned in their daily life. The good news is that unit 10 is so closely connected with their daily life that it is not difficult to set a life-like language environment for them to practice what they’ve learned in class.
Thirdly, emotional objective. We should make Ss become aware of their own advantages and disadvantages in learning. And also teach them to be willing to cooperate with others. In this way to help them develop a healthy and positive character.
hing Points
The key points of this lesson are the five words ( red, green, yellow, brown, white) and sentence structure “ What color?”
The difficult points of this lesson are how to motivate students’ zeal for knowledge and create life-like language situation.
hing approaches.
英文說課稿 篇8一、教學內容分析
(一)、知識背景
定語從句是高中英語教學的重點語法，大學聯考必考內容之一，也是一個難點。涉及面廣，平行區分難度大，因此需要作專題複習，歸納，講解，辨析。
（二）、教學重點難點
1、語言知識重點與難點
（1）that 與which 用法區別
（2）對the way的考查
（3）關係副詞引導的定語從句和介詞+關係代詞引導的定語從句。
2、綜合知識重點與難點
（1）as 的使用
（2）對where 的考查
（3）綜合考查
教學輔助手段：多媒體
二、教學目標
（一）、知識技能
1、複習、掌握關係代詞和副詞引導的定語從句及介詞+關係代詞引導的定語從句。
2、歸納並掌握與定語從句相類似的句法考察現象。
2、提高學生語法分析以及綜合運用能力。
（二）過程與方法
習題引導，自主歸納，近似對比，拓展演化
（三）情感態度
“辦法總比困難多”，遇到難題、複雜情況要積極想辦法。
（四）學習策略
1、認知策略：能總結定語從句的結構規律，並加以應用；
2、調控策略：利用遊戲，鼓勵學生主動積極思考，寓教於樂
三、教學步驟
1、導課
（1）習題導入：展示一組reason用法考查題目，引導學生形成一種基本思維----與一個關鍵詞相關的從句並非只有一種，因此需要站得更高，才能看的更全面，準確。
（2）拓展回顧，框架定位
拓展複習範圍，回顧句法結構體系，給定語從句一個宏觀的定位，同時也將複句連詞分析進行一個策略上的定位。
2、基礎知識回顧
（1）練習引導
（2）歸納總結
關係詞及其意義
指代人關係代詞
指代事物在從句中作主幹成分
所屬關係whose
指地點關係副詞
指時間在從句中) 作狀語
指原因why
3、考點與難點歸納
（1）考點1：that與which
歸納只使用which和that應遵循的規則
（2）考點2：theway用做先行詞
歸納做題技巧
theway做先行詞時，先看後面定語從句中是否缺少主語或賓語：
缺少主語或賓語：引導詞用that/which/不填（作賓語）
主語賓語都不缺：引導詞用that/inwhich/不填
（3）考點3：介詞+關係詞
歸納做題技巧
定語從句句首爲介詞時，後可接的關係詞爲：
1、介詞+whom/which/whose2．名詞＋of+關係詞
3．不定代詞／數詞＋of+關係詞4．介詞＋名詞＋of+關係詞
（4）難點一：as的用法
歸納as在限制性和非限制性定語從句中做關係代詞的用法，並歸納做題技巧。
（5）難點二：一些特殊詞之後的where
解析：
1、如果定語從句分別修飾point，situation，part，condition和case等表示抽象意義的詞，常用where引導，意思是“到了某種地步，在某種境況中”。
2、先行詞是表示地點的名詞，定語從句未必用where
如果定語從句的先行詞是地點（或時間）類名詞，而關係詞又代替先行詞在從句中充當主幹成分，從句用that /which引導；如果是關係詞在從句中充當狀語類成分，用where /when/in which。
（6）難點三、綜合考查
綜合考查一：定語從句與強調句
綜合考查二：定語從句與同位語從句
綜合考查三：定語從句與表語從句
4、對比訓練與鞏固
採用競賽的形式，分爲兩組，由對方爲己方出題，輪流，選出優勝組。
5、能力提升
請學生完成一篇短文，並使用定語從句，使學生具體運用中提升能力。
6、作業：完成短文
英文說課稿 篇9a. New wrds and phrases
b. Sentence pattern: If- clause
c. iprve their reading sills.
d. Taling abut prbles f the Earth.
6. 說教學難點 teaching difficult pints (語法；發展交際能力)
a. functinal ite: Suppsitin.
b. Develp their cunicative abilit. Act ut their wn dialgue.
7. 說教具 teaching aids (ulti-edia cputer, sftware, OHP)
The teaching sllabus sas that it’s necessar fr teachers t use dern teaching facilities. It’s f great help t increase the class densit and iprve ur teaching result. It can als ae the Ss reach a better understanding f the text b aing the classes livel and interesting. At the sae tie, it aruses the Ss’ interest in learning English.
二、說教法 Teaching ethds
Five step ethd; audi-vide; cunicative apprach;
Tas-based learning: New Sllabus Design encurages teachers t use this teaching ethd. TBLT can stiulate Ss’ initiative in learning and develp their abilit in language applicatin. Mae the Ss the real asters in class while the teacher hiself acts as the directr and bring their abilit int full pla.
三、說學法 Stud ethds
1. Teach Ss hw t be successful language learners.
2. Teach Ss hw t develp the reading sill — si ≈ scan; hw t cunicate with thers; hw t learn new wrds; hw t learn independentl;
3. Get the Ss t fr gd learning habits.
四、說教學過程Teaching prcedures
I. 複習 (Revisin) 5in (Dail reprt; 詞彙diagra; brainstring; activate scheata)
Activit 1: Iaginatin
1). Suppse a bttle f in is turned ver and dirties ur white shirt, what is t be dne? (Wash it? Or thrw it awa?)
2). Suppse u catch a bad cld, what’s t be dne?
3). Suppse ur bie is bren, what’s t be dne?
4). And suppse the earth, n which we all live, is daaged, what’s t be dne?
* What can u thin f when u see “pllutin” this wrd?(waste, envirnent, air, water, factr, desert, cliate... Tr t activate the Ss scheata regarding the tpic f pllutin.)
II. 呈現 (Presentatin) 5in
Activit 2: Presentatin
Pla the sng “Earth Sng” sung b Michael acsn. (Create an atsphere)
A lt f pictures and vide clips abut the causes and results f the three prbles entined in this lessn will be shwn n the screen with the help f the cputer.
Ss’ presentatin n pllutin. Attract their attentin, aruse their interest, and create a gd atsphere fr cunicatin.
* Activate their scheata and cultivate their abilit in cllecting infratin fr the Internet and develp their abilit in thining independentl.
III. 對話 / 閱讀 (Dialgue)18
1. Pre- reading
Activit 3: Predictin
1st listening/ fast reading, ne guided Q t help Ss t get the ain idea:
What d u thin is discussed at the cnference?
2. While- reading
Activit 4: Read and answer
2nd listening/ careful reading, re Qs t get the detailed infratin. Develp their reading sills: si ≈ scan. Pa attentin t the prnunciatin, stress ≈ intnatin.
* 閱讀: Pre-reading; while-reading; pst-reading (fast reading/ careful reading; si/ scan; 識別關鍵詞e wrds；確定主題句；創設信息差infratin gap；T r F; 填表格chart/diagra; Predicting; Mae a tieline; Mae a str ap。達到對課文的整體理解和掌握。S that the can have a gd understanding f the whle text.)
3. Pst- reading
Activit 5: Language fcus
While Ss are answering the Qs, the teacher deals with se e language pints.
a. is being caused b. and s n c. g n ding
d. be fit fr e. standing r f. if- clause
IV. 操練 (Practice) 10
Activit 6: Retell
Use ur wn wrds t retell the dialgue in the 3rd persn.
Activit 7: Acting ut
Activit 8: Drill – Suppsitin
Purpse: Practise the functinal ite f Suppsitin. (P. 33 Part 2; P.113, wb Ex. 3)
(Retell; act ut; rle pla)
V. 鞏固 (Cnslidatin) 6
(Discussin; interview; press cnference; debate; quiz)
Activit 9: rle pla
Suppse u were head f a village, scientist, urnalist and villager, ae up a cnversatin and as several grups t denstrate in frnt f the class.
* The Ss are encuraged t use the wrds and expressin_rs lie pllutin, daage, be fit fr, turn int, the if- clause, etc.
Activit 10: Discussin
Thin f the questin: Are we causing daage t the wrld?
What shuld we d t save the earth and prtect ur envirnent especiall in ur dail life?
Cllect their answers and fr a reprt.
VI. 作業 (Hewr) 1 (Writing; cntinue the str; recite; retell)
Write a letter t the ar, telling hi sth. abut the pllutin arund ur schl.
五、說板書Blacbard design
